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      Creating a learning space: Using experiential learning and creativity in the teaching and learning of social pedagogy

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          This reflective account has been co-developed, produced and written by students and the teaching staff on the BA Hons Social Pedagogy, Advocacy, and Participation degree at the University of Central Lancashire. The account focuses on the use of experiential and creative teaching methods utilised on the course and how this enhances the understanding and application of social pedagogy. The article critically analyses the link between how the social pedagogical theories, concepts and methods are taught and the advancement of the student and lecturer understanding of this field of study. In developing this reflective account, the current student cohort and lecturers were given the opportunity to participate in a collaborative reflection across all years of the course. They discussed their own learning journey and how this has shaped development of creativity within their practice. During the discussions around the use of blended, experiential learning and creativity, three key themes emerged: (1) the importance of the environment on creativity and learning; (2) the importance of relationships, creativity and learning; and (3) Haltung, psychological safety and creativity. In the reflections on what they have learned so far, the students and lecturers hope to inspire other education providers to use creative and experiential teaching methods within their courses. The authors feel that the reflective account contains useful information around the learning that has taken place over the last three years of this course being taught.

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          Most cited references 6

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          Unfolding the Proactive Process for Creativity

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            Social Pedagogy: An Approach Without Fixed Recipes

             Jan Jaap Rothuizen (corresponding) ,  Lotte Harbo (2017)
            A historical and theoretical reconstruction of the specificity and peculiarity of the discipline of social pedagogy, as it has developed in Denmark. Social pedagogy takes its departure from the idea that the individual person and the community are complementary but at the same time opposed to each other, so the task of social pedagogy is rebalancing the dynamics between the two. Social pedagogy is also characterised as a discipline with three dimensions: a practical dimension, a theoretical dimension and a professional dimension. The professional’s task is neither to apply theory in practice nor to uphold the usual practice; it is to mediate between theory and practice. The specificity of the discipline gives rise to particular challenges and dilemmas that theorists make understandable and transparent and practitioners have to deal with. A big challenge for social pedagogy is the quest for evidence-based methods that overrides the specificity of the social pedagogical approach. Balancing different forms of knowledge implies that programmes and methods are used as inspiration that can be contained in a social pedagogical approach.
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               L. SIMPSON (2019)

                Author and article information

                International Journal of Social Pedagogy
                UCL Press
                15 July 2020
                : 9
                : 1
                [1 ]School of Social Work, Care and Community, University of Central Lancaster, Preston, UK
                Author notes
                [* ]Correspondence: lcharfe@
                © 2020, Lowis Charfe, Ali Gardner, Edwin Greenhalgh, Helen Marsden, Daniel Nester and Lindy Simpson.

                This is an open access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI:

                Page count
                Pages: 10
                Custom metadata
                Charfe, L., Gardner, A., Greenhalgh, E., Marsden, H., Nester, D., & Simpson, L. (2020). Creating a learning space: Using experiential learning and creativity in the teaching and learning of social pedagogy. International Journal of Social Pedagogy, 9( 1): 10. DOI:


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                International Journal of Social Pedagogy
                Volume 9, Issue 1

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